How I Made TPRS Work for Me What hindered me:

How I Made TPRS Work for Me What hindered me:

How I Made TPRS Work for Me My experiences: *TPRS at Drake University *Drakes Foreign Language for the Young *Spanish for Mastery ugh! *TPRS Workshop by Blaine Ray *Paso a Paso TPRS Supplements *TPRS Workshop by Von Ray *No text and Tons of Reading Supplements *Read a post on moretprs about difficult class How I Made TPRS Work for Me

What hindered me: *no drama background *not a creative writer *do not do well making up stories on the spot *cant remember details of kids stories *have students that wont cooperate *acting out stories causes chaos *no grammar study Reading, Reading,

Reading!!! *Krashen: 70% of language skills come from reading. *Found a novel for each quarter for each level read as a class (grammar) *Amassed a HUGE free reading library Club Leo, Reading A-Z, People (enjoyment) *Chico Chile, Excerpts from history, (reading for information) *Jalen Waltmans TPRS stories (vocab) By 4th year my kids had read 12 novels as a class, and 8 on their own, in Sp. 2-4

Results? *My students used to test into the intermediate (200) level in college with a text only. (Spanish for Mastery) *TPRS with a text - they tested borderline high 200, low 300 levels (Paso a Paso) *No text, much reading they routinely test in the high 300 (370) levels usually CLEPing 12 hours. They need 2 classes for a minor. *Parents are thrilled!! Students are thrilled!!

Week at a Glance Monday: Discussion / Kindergarten Reading Tuesday: Reading for information (free read) Wednesday: Free Write Thursday: Free Read Friday: Video *Kids love the predictability *They only take 5-10 minutes per day Monday: Discussion / Reading *Discussion: In first year, we do memorized Q/A, I

have a list of questions for 2nd year on a topic. They ask and answer. In upper levels, I give them more debatable topics to discuss. (I googled topics) *Kindergarten Reading (doc cameras) I read them a childrens book and ask questions. Tuesday: Reading *In first level, I have them free-read for 5 minutes and record new words in a

reading log. *In second level, they read Chico Chile geography articles. (non-fiction/read for info) from Teachers Discovery *In upper levels, they read Mexican History, Spanish History, authentic short stories, proverbs, etc. Wednesday: Free Write The goal is 100 words in 5 minutes, the rate a native speaker writes. This is a fluency builder, not an accuracy

activity. *Start at 10 minutes and widdle away time as they improve. (or start at 5) *Use the discussion topic from Monday OR put up a list of current vocab for ideas. *Sometimes, peer edit, rewrite, edit Thursday: Free Reading *Level one reads for 5 minutes again. *Upper levels read for 10 min. Level 2: Clifford, Hungry Thing,

Froggy Level 3: Junie B Jones, Magic Tree House Level 4: Goosebumps, Korman Upper levels check out a book and do a book talk or book project at the end Friday: Video *Hands-down favorite! Level 1 writes words they know. Count each week, graph, reflect (Disney) Level 2 has sentences from movie and

they circle which word was said, OR write the character that said it. (Disney) Level 3 and up: Use activities from filmarobics.com $30 each, but worth it. What about the rest of each class? Comprehensible input! Mostly in the form of reading/discussion.

I used Jalen Waltmens stories that roughly follow Exprsate, but students LOVE them and they are about people, not ducks and bunnies. www.waltmania.com ($150 per level, with a CD and copyrights) Teaching Vocab *Steve Christensens IWLA presentation *Teach actions to vocab words *Have student groups make up action and teach to the class

*Draw the vocab words *Use picture flashcards (student drawn) *Use a story to guess in context (Knowledge/comprehension level of Blooms get them in short term memory) Put the Vocab in Context *Bell activity: match TL to English vocab *Tell the story as they manipulate pictures of the story.

*Draw the story as I tell it then think/pair/share *Take notes of the story and try to recreate it or use a graphic organizer Tell a line of the story and ask tons of questions. (circling) Practice the Story (I do 2-4 of these with each story) *Bell activity: Answer main idea question *S act in groups -4 characters=4 per group *Translate aloud to English with partner

1 minute each (word count) *Dictate paragraph to partner in TL, correct *Put story strips in order *Write 10 T/F, pencil game (see last slide) *Illustrate the story (Application level of Blooms) Continue to Practice: I usually only do one of these *Take their illus and retell to partner aloud

30 seconds per picture *Put sentences together, then in order *Change 3 facts, retell, partner find changes Quiz: (HOTS) Illustrate, write summary, compare self to character, graph character emotions, draw map But What About Grammar? *Use a copy of the story to focus on grammar you are currently teaching Verbs: highlight new tense, change to new

tense, change the perspective (I to he) Adj: Add an adjective for every noun I/O, D/O: Change perspective of story, change all nouns to pronouns (Analysis level of Blooms) ps: I really only tested on verb tenses, quizzed on other topics like objects, etc. Mastery of Story/Vocab *Write a new beginning or ending *Tell a new title, they write a story using vocab

*Free write with vocabulary *Illustrate a new story for partner to write *Evaluate others stories peer edit *Have 3 people read and comment (Synthesis/Evaluation of Blooms) The Point: Students have now been over the story many times and are well on their way to 75-150 reps. All without the chaos of student actors and acting on the

part of the teachers. I could never do the stories off the top of my head. They dont have ownership in the original story, but since they are good they dont seem to care. Grading: I do skills based grading 15% reading, writing, listening, speaking, vocab/grammar, culture, 10% participation (now I dont grade for this and do a reflection on goals etc)

Testing: Write vocab in English, write a story in verb tense, read a story and answer questions, listen-cloze activity, conjugate verb tense, tell story from picture The Pencil Game Put a pencil between partners Read a T/F statement they wrote If TRUE, grab the pencil. +1 point If FALSE, do nothing If you grab when it is false, -2 points.

Students love this game. They have to listen very carefully for the tiny details of the story. I have them change 1 word to make the sentence false. Resources

Recently Viewed Presentations

  • Intelligence and Intelligence Testing

    Intelligence and Intelligence Testing

    Intelligence Testing: Wechsler Tests. The current version of the WAIS was released in 2008 and includes ten core subtests as well as five supplemental subtests. The test provides four major scores: Verbal Comprehension. Perceptual Reasoning.
  • Rhetorical Reader Response - Jackson School District

    Rhetorical Reader Response - Jackson School District

    Rhetorical Reader Response. Tips on Reading and Analyzing Non-Fiction. Mrs. Opaleski-DiMeo. College Reading Tips. Before you read. Know yourself. Are you mentally prepared to focus or do you need to eat, eliminate distractions, exercise etc? Also know how long you...
  • How to Nail an Interview - Mrs. Rees Rocks
  • Frank Colclough - Paisley Grammar School

    Frank Colclough - Paisley Grammar School

    Frank Colclough Frank Colclough was born in Wick, Caithness in Scotland. He lived in London before settling in Scotland in 1975. He originally worked as a design draughtsman while studying art at Camberwell Art School and he has worked as...
  • verbos reflexivos recíprocos

    verbos reflexivos recíprocos

    Verbos reflexivos - repasorápido. 1. ¿Quées un verboreflexivo?-Es un verbo con un pronombre reflexive. (me, te, se ; nos, os, se) Verbos reflexivos - repasorápido. 2. ¿Cuándousamos verbos reflexivos?-Usamos verbos reflexivoscuandouna persona completa y recibe la acción.
  • Air Force Security Assistance Center World-class professionals fostering

    Air Force Security Assistance Center World-class professionals fostering

    AFSAC SDR office no longer sending SDRs followups, etc—all process through DoD SDR First set of bullets applies to all agencies including customer * FMS 9% AFRES 2% USAFE 6% AETC 6% PACAF 8% AMC 10% ANG 14% ACC 20%...
  • NIH Training Grants 2016 Proposal to Closeout August

    NIH Training Grants 2016 Proposal to Closeout August

    When citing articles that fall under the Public Access Policy, were authored or co-authored by the trainee and arose from NIH support, provide the NIH Manuscript Submission reference number (e.g., NIHMS97531) or the PubMed Central (PMC) reference number (e.g., PMCID234567)...
  • Nutritional Requirements of Non-ruminant Animals

    Nutritional Requirements of Non-ruminant Animals

    Nutritional Requirements of Non-ruminant Animals. Created by: Barrett, Arlene. ... Evaluate the protein requirements and what is required of a non ruminant animal. State the nutritional requirements of non ruminant animals. Analyze the protein percentages in common feedstuff. ... Monogastric...